Abstract
現在，学校教育全般に関して，さまざまな形での教育工学的アプローチによる研究開発や実践が進められているのは，周知のとおりであるが，このような状況の中で，最も旧態依然とした形の教育が行なわれているのは，教師教育そのものであるといえよう．一方，教育革新の進展や社会情勢の変動の中で，教師教育の見通しが要請され，さまざまな主張や研究試行が行なわれている．今回の資料（その1)では，まず，アメリカでの教師教育改善に関するおもな主張の一つともいうべき CBTEやプロトコール運動について，それらの主張の意味するものや背景について概観する．このような概観をふまえて，おもに教授行動や教授スキルのカテゴリー化にかかわる諸研究について，米英などでの現状を紹介し，また，それらに関するわが国でのおもな研究試行や開発にも触れたい.
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